Analysis of School Climate: Case Study in Educational Institutions of Panama

Objective: The study aimed to analyze dimensions of the school climate from the perception of middle and high school students in educational institutions in Panama. Theoretical framework: The school climate and its components of relationships and interactions, school management and expressions of coexistence Method: A descriptive-analytical study was carried out from the positivist paradigm. A total of 2,452 surveys were applied in 53 public and private institutions in 8 regions of Panama. The population was made up of middle and high school students. Results and discussion: It is evident that the students' relationships and interactions tend to be good among their peers, however, between teachers and family they suggest an intervention. The climate of coexistence is equitable among students. The learning climate suggests clarity in the rules and their implementation, since students take advantage of extracurricular activities and a large percentage of them feel supported by their teachers. With respect to expressions of coexistence, the search for spaces promoted by those responsible for school management is suggested, to promote critical dialogue – reflective, inclusive and participatory. Implications: The analysis of the school climate in educational centers allows us to understand particular situations from the management of the school climate, interpersonal relationships and interactions, and expressions of coexistence, to guide decision-making and the definition of intervention strategies by the schools. institutions and related actors. Originality/Value: This study contributes to expanding the existing literature on school climate and the theoretical dimensions that comprise it.